Improvement of student’s learning outcomes and motivation with chemical practicum e-module

Abstract

The use of modules has an effect on students’ motivation and students’ learning outcomes. Based on the analysis of learning outcomes data using paired sample t-test SPSS 21 shows that t_count (4.872)> t_table (2.354) at significance α = 0.05, which means that there are differences in students’ learning outcomes taught using chemistry practicum e-modules and practicum modules conventional. Students’ learning outcomes by utilizing the chemistry practicum e-modules are higher than students’ learning outcomes by utilizing conventional practicum modules. 93.24% of students have very strong motivation to study in the laboratory by utilizing the chemistry practicum e-module while by utilizing conventional practicum modules by 72.98%. Meanwhile, the Pearson Correlation test is 0.613 at significance α = 0.05, which means that there is a strong relationship between learning motivation and student learning outcomes. Keywords: Chemistry; e-module; learning outcomes; motivation; practicum